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Lecture notes

Notes: colleges, school psychology

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Notes from all lectures in the form of bullet points.

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  • January 22, 2023
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  • 2022/2023
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Lecture 1

- Child development
o Cognition
o Physical
o Social Emotional
- School psychologists
o Support students ability to learn and teachers ability to teach
o School responsible for giving every child the opportunity to develop themselves into
a fullgrown adult, good education
- Executive functions:
o Umbrella term for various cognitive processes that give rise to goal-directed
behavior
o Novel & demanding situations
o Flexible adjustment
o Adaptive behavior, creativity
o 3 core components:
 Working memory
 Being able to store memory
 Inhibitory control/inhibition
 Ability to stop your behavior, that is quite automatic, thoughts etc.
 Cognitive flexibility
 Ability to flexibly change perspective/behavior according to the
demands you have at that moment
o Complex functions
 Planning
 Reasoning
 Problem solving
 Performance monitoring




- Measures of simple & complex executive functioning
o Brief/Brief-2
 Often used in clinical practice or school setting to assess executive
functioning in 5-18 year olds
 Filled out by teachers and/or parents

,  Brief-2 also 11-18 year olds can fill out a form
- Development of executive functions and the brain
o Executive functions rely mostly on prefrontal cortex function
o Different parts of the brain develop in a different way and at a different rate
o Certain areas responsible for different processes




 Vocal in the area, never operate only in 1 area
- Neuroscience methods
o Phineas gage
o Structure (MRI), function (fMRI) & connectivity
o Task related fMRI
o Measuring brain function
 Which brain area is responsible for a certain cognitive process
o




o
o Feedback learning
 Learning from previous behavior
 Essential to learn from feedback on your behavior in order to learn
 Multiple executive functions
 In order to learn from feedback you rely on multiple executive
functions, such as working memory, cognitive flexibility and
inhibition
 Real world vs. Laboratory

, 
 Feedback learning predicts real-world learning
 Feedback learning performance
 Neural activity
o - 2 years later
 Reading fluency
 Mathematics




- Predict behavior on performance before; huge differences in individuals on how these
perform in those tasks
- DON’T NEED TO REMEMBER BRAIN AREAS
- Adolescents:
o Characterized by impulsivity
 Impulsive, not thinking about long-term consequences, difficulty planning
o Executive function deficit?
 No def. Not, PFC better than in childhood (although not fully developed yet)
but peak in emotional sensitivity

, -
o What happens in adolesence?
 Behavior is influenced by both cognitive and emotional brain regions
 Imbalance in adolescense seems like poor executive function
 Able to plan, sometimes emotional brain area takes the overhand
 Main message: adolescent are capable of doing this, social motivations
sometimes are seen as more important by the adolescents
 Adolescents: better EF compared to children, not worse, but driven by
immediate rewards
 Systems balance out again in adulthood, as development of PFC completes
 Individual differences
 Marshmallow test performance at age 4 predictive of inhibitory control 40
years later?

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